Frequently Needed Answers

Autism Spectrum Disorder social skills stories were first developed around twenty years ago as a method for teaching and communicating with individuals on the spectrum.

They were developed to aid communication in both verbal and nonverbal autistics, the goal being that individuals on the autism spectrum were able to use the Autism Spectrum Disorder Autism Social Skills Stories as a tool to help them clarify and understand information and directions.

Autism Spectrum Disorder Autism Social Skills Stories provide the child with Autistic Spectrum Disorder explanations and possible behavior suggestions for situations, skills and behaviors that they may find difficult or confusing.

Used effectively as a tool to teach social and communication skills to individuals with autism spectrum disorder the  autistic social skills story uses visual cues to show the child with Autistic Spectrum Disorder what is expected of them as well as what they can expect from others.

Individuals with autism spectrum disorder have social skills impairments which make social and communication skills difficult to master.

ASD social skills stories therefore help to teach social and communication skills to individuals with autism spectrum disorder, visually almost like a comic strip script, the skill or behavior in terms of relative social cues and prompts making it easier for the child with Autistic Spectrum Disorder to understand the “wh” question (who, where, When, what and why)

Research shows us that teaching social skills to children with autism spectrum disorder is made easier when visual aids are used.  

Consequently, parents with autistic children and teachers use visual tools such as social skills stories for teaching social skills to children with autism spectrum disorder. The social skills story is visually rich and is used much like a step by step visual plan detailing the skill being mastered.

Showing the child with Autistic Spectrum Disorder visually possible outcomes, giving focus to the key points, showing the child with autism spectrum disorder how another person may re-act or feel in the situation by describing another’s point of view.

The autistic social skills story can also be used to help with routine changes, teaching skills and behaviors, explaining rules and so on…

ASD social skills stories use a specifically defined style and format. They are mainly written by experts in autism.

Many parents with autistic children, teachers as well as other professionals use social skills stories for autistic children to teach even the most basic social skills such as tooth brushing to complex social skills like attending a wedding, a birth even explaining how to make friends, have conversations, ask questions and more.

To download Autism Spectrum Disorder Autism Social Skills Stories for autistic children on a variety of issues visit any of the following sites:

http://www.autimsocialstories.com

http://www.autismsocialstories.com/school

http://www.autismsocialstories.com/sensory

http://www.autismscoialstories.com/social_skills

Intervention strategies ARE mainly used to help OVERCOME the deficits and abnormal behaviours often displayed by children with Autistic Spectrum Disorder.

Autistic Spectrum Disorder Interventions CAN help increase the quality of life as well as help the autistic child reach his / her full potential. Interventions ARE typically tailored to individual needs, for example a non-verbal autistic child may find PECS and picture cards more suitable, while a verbal autistic child may find social stories more beneficial.

Studies show that Intervention strategies ARE beneficiaul to ALL children with Autistic Spectrum Disorder once the correct strategy is in place. For the purpose of this article I am going to focus on social stories and communication picture cards.

Social stories ARE one of the most significant Intervention strategies that has been introduced over the last twenty years. The social story is a short almost comic like description of a skill or behaviour that is broken down in to smaller easier to understand sections.

For example: most children with autism struggle to hold and start conversations, this can have a knock on affect and the child may struggle to amke and maintain friendships. A social story can act as a visual framework or plan and break down the steps needed to approach and ask another child to play, reducing stress and anti-social behaviours.

A child with autism is typically a VISUAL learner, this means that they will find visual information easier to use, with speech / language as secondary, thus social stories ARE commonly VISUAL.

Using visual images / pictures the social story answers the “wh” questions - who, what, where, when and whay as well as “HOW” and will give an insight into the thoughts, feelings and emotions of others which is an area of marked weakness in most children with autism.

Characteristically social stories ARE written in first person text and will always be from the autisic childs own perspective. The social story should be editable and easy to personalize as no two individuals will ever be the same and we all use different terminology with our own child.

Autistic Spectrum Disorder Interventions like communication picture cards (flash cards) ARE typically used to help with communication difficulties. For example a non-verbal autistic child can have a selection of communication picture cards enabling them to communicate their own needs. At snack time the child may wish to have an apple for example so will give the teacher the card showing an apple in return for the card the teacher will give the child the apple and so on…

The communication picture cards can have a variety of uses - on visual timetable, now and next boards, choices boards, displayed around the home and classroom as a reminder for example of where the toilet is, coat pegs and so on. The communication picture cards ARE also used for communication the teacher can show the child with autism what is expected of them for example - recess, assembley etc by pointing to a picture card, giving the child a gentle prompt as to what is happening or about to happen, again reducing stress and confusion.

To learn more about social stories and communication picture cards and to see an example visit: http://www.autismsocialstories.com
http://www.autismsocialstories.com/social_skills

Research
does suggest that the increase in recognizing the autistic spectrum disorder signs and symptoms in children, and
diagnosis of Autism spectrum syndrome
has increased.

As
with typically developing children, each
child on the spectrum is different. And the degree and complexity of autistic symptoms will vary from child to
child.

However
all children with autistic spectrum
disorder will generally display the following autistic signs and symptoms:

Communication problems

Social interaction problems

Imagination difficulties

Behavior issues

It
is also apparent that many children with autism spectrum can also be very sensitive to their environment; you
may hear this referred to as sensory processing issues in autism.

For
example sensory processing issues in autism may affect one or all of the senses;
bright light, noises even background noises, smell, the feel of some materials
and so are all too much to bare for some children with autism spectrum.

Sometimes
within the mainstream classroom an
autistic child can be viewed by their normally developing peers as “odd or
weird”, which can lead to social isolation
and sometimes even bullying.

For
teachers of children with special needs, some possible considerations for the autism classroom should include visual
intervention strategies.

First
within the autism classroom…it is
important to remember that an autistic child
is more likely to be a visual learner. Consequently, visual intervention
strategies are important, for example a visual timetable, visual support cards,
social stories and so on…

A visual timetable…will provide a child on
the spectrum with a clear precise instructions and structure as to what is
expected lessons/activities throughout the day.

Try and keep changes to routines or
lessons to a minimal,
children with autistic spectrum disorder do not like changes.

If
possible tell your autistic student
in advance of any possible changes, to give them plenty of warning. Springing a
change on an autistic student should wherever possible be avoided.

It
would be a good idea to consider within the autism classroom a “Time out” or “Quiet spot” for use by
the autistic student when necessary. Try to avoid other children in the class
using this space if your autistic student is in there!

It is also important to remember that
children with autism spectrum do not read facial expressions or body language. So avoid the obvious,
frown or the “shhh”. Children with autism spectrum will not be able to read
these signs.

It
is also important to remember a child on the spectrum will not understand jokes
or subtle hints and clues. You will need to think literal.

Your
autistic student may also not
interpret themselves as included when you address the class, so it is well to
remember to address them by name. The “everybody”
or “everyone” phrases may well get lost, and the student with autism will not
naturally think that includes them.

Try
using visual intervention strategies and
clues during lessons, children with autism respond better to visual lesson
prompts.

Try
using autism social skills stories during the school day for all
occasions the autistic student is struggling with, for example PE, assembly,
asking questions, recess and so on…

Visual prompts such as autism social
skills stories provide clear structure
to situations, skills, behaviors and transitions. The social story can act
like a role model or visual plan to help support
the student with autism.

As
well as being visual autism social skills stories also have text that can be shared
with the child on the spectrum allowing
them to understand what is expected
of them as well as what they can expect from others. The social story answers
the “wh” questions – who, where, why, when and what as well as “HOW” and gives
an insight into the thoughts, feelings and emotions of others which is an area
of marked weakness in most children with autistic spectrum disorder.

Typically a child on the spectrum
will struggle to follow rules and engage in social activities; again a social story
can help overcome these difficulties.

Parents and teachers may
find it useful to explain what autism is to others before their child is labeled
“odd or weird”. Although a diagnosis of
Autism spectrum syndrome is far more common today information about autism is
not common and many teachers find themselves inadequately prepared for
teaching a student with autism.

It can also be helpful
when explaining what autism is to
remember autism is a neurological disorder not a mental illness and affects how
the individual on the spectrum processes information, thinks and acts.

Treatments
for autism can help alleviate some of the Autistic Spectrum Disorder Signs and Symptoms

For more advice on what
autism is… and to download autism social
skills stories, and other visual intervention strategies such as visual support
cards visit:

www.autismsocialstories.com

www.autismsocialstories.com/preschool

www.autismsocialstories.com/school

Being a picky or fussy eater is not uncommon in typically developing children. But far more likely in children diagnosed with ASD (autistic spectrum disorders).

For most typically developing children picky eating is outgrown, but for children diagnosed with ASD their eating difficulties are often carried into adulthood.

Because eating difficulties with autistic children are quite often multi factorial it is advised that parents consult a dietician as well using other techniques to help encourage their autistic child to eat healthily and adopt better eating habits.

Many parents and dieticians use techniques such as social stories to help encourage positive eating habits in children with autism. Social skills stories are generally written by experts in autism and are used to help teach and encourage positive behaviours.

Social skills stories can encourage positive eating habits in children with autism by providing the child with a plan or visual framework which suggests and answers the “wh” questions (who, where, why, when and what) as well as giving the child an insight into the thoughts and feelings of others. Thus reducing any anxieties the child may feel.

Parents can use social stories for many different situations and skills, no formal training is needed to use social stories and various sites now offer downloads of appropriate social skills stories.

Sites such as http://www.autismsocialstories.com/diet

Offer an insight into the various dietary issues often experienced by children with autism as well as appropriate social skills stories for download.

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